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Dual Scaling Analysis of Chinese Students' Conceptions of Learning.
- Source :
-
Educational Psychology: An International Journal of Experimental Educational Psychology . Mar 2003 23(2):181-193. - Publication Year :
- 2003
-
Abstract
- Using a descriptive quantitative methodology for categorical data analysis, investigates whether Chinese students' conceptions of learning included memorization. Explains that the University of Hong Kong students (n=25) ranked six conceptions of learning. Includes references. (CMK)
Details
- Language :
- English
- ISSN :
- 0144-3410
- Volume :
- 23
- Issue :
- 2
- Database :
- ERIC
- Journal :
- Educational Psychology: An International Journal of Experimental Educational Psychology
- Publication Type :
- Academic Journal
- Accession number :
- EJ672216
- Document Type :
- Journal Articles<br />Reports - Research